The Influence of Flipbook-Based Comics on Conceptual Understanding and Critical Thinking in Physics Education
The Influence of Flipbook-Based Comics on Conceptual Understanding and Critical Thinking in Physics Education

Summary/Abstract: Background/purpose. The urgency of this research stems from students' limited conceptual understanding of momentum material following low reading interest. In this context, students have difficulty solving problems that arise during learning activities. Therefore, this research aimed to develop a flipbook-based physics learning comic using the Pixton application as a learning medium to improve conceptual understanding and Critical Thinking Skills (CTS). Materials/methods. The development method was adopted using the ADDIE model at four schools: SMAN 2 Peusangan as a small-scale test location and SMAN 1, 2, and 3 Bireuen as large-scale test locations. The population consisted of students in class XI at SMAN 3 Bireuen, totaling five classes. The sample consisted of 30 students from classes XI A and XI B, selected using a cluster random samplingmethod. The instruments used were a feasibility validation questionnaire given to 3 validators, tests, and response questionnaires. Results. The results showed that the development of a flipbook-based learning comic on momentum material using the Pixton application improved students’ conceptual understanding and CTS. Furthermore, CTS was influenced by conceptual understanding. Conclusion. In conclusion, the development of comic media using momentum materials with the Pixton application and flipbooks can improve conceptual understanding and CTS. This is because approximately 50% of students' CTS are influenced by conceptual understanding. There was an increase in the N-Gain CTS value in the experimental and control classes of 0.50 and 0.25, respectively, at medium and low criteria. The increase in conceptual understanding occurred after the application of flipbook-based physics comic media for momentum materials. This can be seen from the high average final exam scores in the experimental and control classes with N-gains of 0.55 and 0.34, respectively, in the control and experimental classes, which are at medium criteria. Thus, it can be ascertained that students are at a critical point of good conceptual understanding.

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